Speakers
Description
Artificial intelligence (AI) is increasingly integrated into English language education, yet its ethical and pedagogical effectiveness in EFL contexts remains underexplored, particularly in Vietnam. This study investigates English majors’ perceptions of AI-supported learning at a university in Ho Chi Minh City, particularly Ho Chi Minh City University of Foreign Languages – Information Technology (HUFLIT) with a focus on both pedagogical benefits and ethical concerns. In the first phase, semi-structured interviews with four lecturers were conducted to generate and refine potential questionnaire items. In the second phase, a structured survey was administered to 300 English majors, yielding 208 valid responses for quantitative analysis. The data were examined using SPSS to conduct reliability testing and exploratory factor analysis. Findings indicate that students perceive AI tools as beneficial for grammar correction, vocabulary development, and self-paced learning, while simultaneously expressing concerns about data privacy, feedback accuracy, and fairness in assessment. The study underscores the need for ethically informed AI implementation in EFL education and proposes a localized measurement tool that can be adapted for similar Southeast Asian contexts.
Keywords: AI in education, mixed-methods, English majors, AI-supported learning
